Social Issues
SKILLS
EFL.5.1.3 Find parallels between Ecuadorian cultural and political referents and those of other countries
EFL.5.2.1 Deduce the meanings of unfamiliar phrases and words from context
REAL-LIFE APPLICATION
Application in real life:
– Daily life: You talk about problems in your community
– Personal development: You develop empathy and critical thinking
– Social / academic context: You express opinions about real-world issues
LEARNING ACTIVITIES
SESSION 1: ANTICIPATION (80 min)
Part 1 – Anticipation (20 min)
The teacher presents an image of a peer pressure situation and asks: How do social groups influence individual decisions? Students first reflect individually and then discuss in small groups. They identify types of peer pressure and possible consequences. The teacher facilitates a whole-class discussion and connects ideas to real-life social dynamics.
CONSTRUCTION
Part 2 – Vocabulary Development (15 min)
The teacher introduces key vocabulary ensuring students understand meaning and use in context. The terms include: peer pressure, influence, conflict, exclude, support, relationship. Students define each concept in their own words and provide real-life examples.
Model sentences:
- Peer pressure has been affecting teenagers for years
- Social media has been influencing people’s decisions
- Some students have been experiencing conflict in their friendships
Students create 2–3 sentences with explanation
Part 3 – Grammar Development using Gamma Presentation (20 min)
The teacher presents the Gamma slides and asks students to analyze patterns in sentences such as: I have been studying for two hours and She has been feeling stressed since Monday. Students identify structure and meaning before the teacher confirms:
Structure:
Subject + have/has + been + verb + ing
Use:
Actions that started in the past and are still happening
The teacher emphasizes the use of for and since and provides additional examples connected to social situations.
Part 4 – Guided Practice (25 min)
Students apply the structure in a more analytical way. The teacher provides prompts related to real-life situations such as school pressure or relationships. Students write 4–5 sentences that include both duration and context.
Example prompts:
- school stress
- social pressure
- friendships
Students are encouraged to explain their ideas briefly, not only complete sentences.
Students work in groups using a short video such as “Peer Pressure for Teens” and a Wordwall activity.
They identify examples of ongoing actions and begin forming sentences using “have been + verb + ing.”
The teacher guides recognition of structure and meaning through examples connected to real-life situations
SESSION 2: CONSTRUCTION (REINFORCEMENT)
Part 1 – Video Analysis (10 min)
Students watch the short video above such as Peer Pressure for Teens and identify examples of ongoing actions and social influence. They discuss what is happening and how long the situation has been occurring.
Part 2 – Interactive Practice (15 min)
Students participate in a Kahoot or similar activity focusing on:
- correct structure
- use of for/since
- error identification
The teacher pauses when necessary to clarify.
Part 3 – Short Production (15 min)
Students write 3–4 sentences describing real-life situations using Present Perfect Continuous and vocabulary from the lesson. The teacher reviews and provides feedback.
SESSION 3: CONSOLIDATION – FINAL EVALUATION (80 min)
Part 1 – Preparation (15 min)
Students work in pairs to design a role-play based on a social issue such as peer pressure, exclusion, or relationship conflict. They must include a clear situation, duration, and at least one consequence.
Part 2 – Role-Play Performance (40 min)
Students present their role-play to the class. Each performance must include:
- at least 3–4 oral sentences using Present Perfect Continuous
- clear explanation of the situation
- duration using for or since
- a consequence or impact
The teacher evaluates using the rubric.
Part 3 – Feedback and Reflection (25 min)
After each presentation, the teacher provides structured feedback focusing on grammar accuracy, clarity, and depth of ideas. Peers identify correct examples of the target structure.
Students conclude by reflecting on the question: How has peer pressure been affecting people in your environment?
Rubric: Role play
NEE – Agregar el tipo de adaptaciones curriculares
Principio II: Pautas 6.1 – 6.3 – 6.4
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.